1. Growth Mindset
Carol S. Dweck: Mindset ‘IQ tests can measure current skills, but nothing can measure someone's potential. It is impossible to tell what people are capable of in the future if they catch fire and apply themselves.’
On the screen as colleagues arrive.

2. Mindset is often more important than your initial ability in determining whether you succeed in the long run.
Brief introduction.

3. Are fearful of making mistakes Think about how they learn
Believe that talents can be developed and great abilities can be built over time.
Are fearful of making mistakes
Think about how they learn
Believe that talent alone creates success
Well behaved pupils
Reluctant to take on challenges
Resilient
Prefer to stay in their comfort zone
View mistakes as an opportunity to develop
Believe that effort creates success
Higher Ability Pupils
Think it is important to ‘look’ smart in front of others
Believe that talents and abilities are set in stone, you either have them or you don’t.
Lower Ability Pupils
Hard Working Pupils
Activity One Sorting Activity - Cut out these statements and ask colleagues to decide where to put each of these statements in the Venn diagram.

4. Growth Mind-set
Fixed Mind-set
Printed onto A3 paper.

5. Growth Fixed Mind-Set Mind-Set
Believe that talent alone creates success
Believe that talents can be developed and great abilities can be built over time.
Reluctant to take on challenges
Well behaved pupils
Prefer to stay in their comfort zone
Higher Ability Pupils
View mistakes as an opportunity to develop
Are fearful of making mistakes
Hard Working Pupils
Think it is important to ‘look’ smart in front of others
Resilient
Lower Ability Pupils
Believe that effort creates success
Share the answers with colleagues and discuss.
Believe that talents and abilities are set in stone, you either have them or you don’t.
Think about how they learn

6. Activity 2 In pairs - This slide will be on the screen
Activity 2 In pairs - This slide will be on the screen. Give colleagues cards with each characteristic written on ask them to add the name of a student that displays that characteristic. In their pairs colleagues should discuss whether or not this characteristic has had an impact on the progress that this student has made?

7. Statement
Strongly Agree
Agree
Disagree
Strongly Disagree
You are either good at Maths or you aren’t and you can’t change it.
You can only do well in Maths if you are clever.
Your memory affects how good you are in Maths.
Learning new mathematical skills does not mean you are changing your ability.
You can do a lot to change how clever you are.
You can do a lot to change how well you understand mathematics.
If you can answer a question quickly you are good at Maths.
How many answers you get right on a test shows how good you are at Maths.
Practice exercises are the best way to learn new mathematical skills.
Watching a teacher do examples is the best way to learn new mathematical skills.
Trying a problem you don’t know how to solve is the best way to learn new mathematical skills.
The set you are in tells you how good you are at Maths.
I prefer to work on questions that challenge me rather than questions that I find easy.
Activity 3 Discussion - Ask colleagues to discuss in their groups, how they could use the results of the questionniare. Why might it be useful to know which students have a fixed mindset?

8. Which Mindset do you model in your classroom?
Promotes a Fixed Mind Set
Promotes a Growth Mind-Set
Praising pupils for being smart
Praising effort and strategies
Formative comments that emphasis achievement
Formative comments that emphasis effort and application
Praising students for achievements that come easily
Building robust self confidence
Spending time documenting intelligence and ability
Spending time developing intelligence and ability
Directing pupils to which tasks to complete
Giving pupils a strong voice in the learning process and a sense of purpose
Boosting self esteem
Providing constructive criticism
Place importance on grades / levels rather than learning
Place importance on learning rather than grades / levels
Activity 4 - Ask colleagues to place this table in the centre of a mind map and reflect on what they do currently by highlighting any ‘fixed mindset’ strategies in red and growth mindset strategies in green, giving examples. Ask them to reflect on small ways in which they could change their practice to promote a growth mindset.

9. Modelling a Growth - Mindset What growth mindset phrases could you suggest to students to rephrase their fixed mindset phrases?

10. What fixed mind set pupils might say
What we could encourage them to say
I'm so stupid.
I'm brilliant at this.
I just can’t do Maths, I’ve never been any good at Maths.
This is too hard.
I’m happy with my current grade
You didn’t explain it properly.
What grade / level did I get?
Activity 5 Paired task – In pairs colleagues to discuss rephrasing of fixed mindset comments.

11. Changing your Mindset
If you have a fixed ‘Minsdet’ now, don’t worry, you can change your ‘Mindset.’
Explain the importance of making pupils aware that they can change their mindset.

12. If you hear yourself thinking
I can’t do this…

13. Tell yourself
I can’t do this yet…

14. If you hear yourself thinking
I’m no good at this…

15. I can become better at this…
Tell yourself
I can become better at this…

16. If you hear yourself asking
What grade did I get?

17. What can I do to improve…
Ask instead
What can I do to improve…

18. Progress Pyramid One question I would like answered…
Two things I am not sure about yet….
Three things I have mastered…
Activity 6 Group Task - Share the next 5 slides with colleagues and give them time to discuss. What strategies do they use? Ask them to add these strategies to the ones provided.

19. Colour in the arrow, up to the statement which best describes your current understanding.
I’m so confident - I could explain this to someone else!
I can get to the right answer but I don’t understand well enough to explain it yet.
I understand some of this but I don’t understand all of it yet.
I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.
I do not understand any of this yet. There are things I could do to be a better learner next lesson.

20. My Favourite MISTAKES Means I Start To Acquire Knowledge Experience
Skills
A mistake that moved my learning on……

21. Understanding
Self Assessment………….
Teacher Assessment
I’m confident enough to explain this to someone else.
You made excellent progress in today’s lesson.
I understand most of this but not well enough to explain it to someone else yet.
You made good progress in today’s lesson.
I’ve really struggled with this, I need help to move my understanding on.
You did not make enough progress in today’s lesson.
Effort
Self Assessment……….
Teacher Assessment………….
1. I have put a lot of effort into my learning today. 1.
You demonstrated excellent determination and resilience. You made an effort to show your working out.
2. I have put some effort into my learning today but I know I could have pushed myself further. 2.
You demonstrated good determination and resilience. You made some effort to show your working out.
3. I was not a good learner in today’s lesson. I can do better. 3.
You gave up too quickly.

22. Colour in the person that represents your mindset in today’s lesson.

23. Changing the culture of our learners

24. Changing the culture of our learners

25. Changing the culture of our learners

26. Changing the culture of our learners

27. ‘You must learn to fail intelligently
‘You must learn to fail intelligently. Failing is one of the greatest arts in the world. One fails forward towards success.’
Thomas Edison
Explain that growth mindset is much more than a ‘can do’ attitude, it is about what pupils do when faced with what they perceive to be failure.

28. ‘I think and think for months and years
‘I think and think for months and years. Ninety nine times out of a hundred I am wrong. The hundredth time I am right.’
Albert Einstein

30. % of students who have gone up at least two entire grades since the module exam in year 10
15%
How we celebrating progress in assemblies rather than grades.

31. These students are:- ENGLISH Danielle GARDINER Ellis Up 2
HOLLAND Ellie-Morgan
CAREY Sam
Up 3
MASSEY Chloe
STANNARD William
VISE Joe
WHEATLY-CROWE Briony
BROWN Laurence
Up 4
CAPLIN Ryan
GIBBS Alexandra
GRAHAME George
HAYES Joe
HILTON Thomas
ILOH Joella
JACKSON Ryan
JONES Crystal
KONG Anna
LOFTUS Ashleigh
WALTON Connor
QUINN Thomas
PANICO Dan
Up 5
EARLEY Holly
HOLDING Emily
How we celebrating progress in assemblies rather than grades.

32. Success Stories – Who is this?????
Target Grade D Year 10 ATL 3 Unit 2 exam result U Projected grade E Year 11 ATL 6 November Exam C Projected Grade B
How we celebrating progress in assemblies rather than grades.
Interventions: Cookie Club, Maths Camp, ½ Term Revision,

33. If Dan can do it, so can you!
How we celebrating progress in assemblies rather than grades.

34. 'Meaningful learning tasks give students a clear sense of progress leading to mastery.
This means that students can see themselves doing tasks they couldn't do before and understanding concepts they couldn't understand before.
Work that gives students a sense of improvement as a result of effort gives teachers an opportunity to praise students for their process.
That is, teachers can point out that the students' efforts were what led to the progress and improvement over time.' (Dweck 2010)
Discuss the importance of sharing progress with students in addition to sharing attainment.

35. Sharing Strategies
How do you make progress visible to your students? Write your strategy on the post it note provided and add it to the board.
Activity 7 – Provide post it notes, whole group discussion.

36. Share Website